My Math Academy, Kindergarten

Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.

An alignment guide outlines the TEKS and key concepts addressed within the grade level, supporting alignment between standards and instruction. The TEKS Guide for My Math Academy presents grade-level TEKS in an organized table by domain, TEKS code, and standard description. This structure allows educators to identify standards addressed throughout the materials and connect instructional content to grade-level expectations. Educators are supported in locating TEKS-aligned concepts and instructional skills within the adaptive learning pathways. However, the materials do not include the ELPS within the alignment guidance and do not provide connections between language proficiency standards and instructional content. Additionally, the materials do not identify ELPS-aligned supports, language objectives, or language-development guidance within the alignment documentation.

The materials include a rationale for horizontal alignment within the same grade level by demonstrating how mathematical concepts are interconnected and sequenced to support student understanding. Visual learning pathways and accompanying explanations describe how students progress through differentiated instructional paths based on demonstrated performance and instructional needs. The materials explain how adaptive pathways vary in focus and complexity to support targeted instruction within the grade level. The materials also explain how adaptive learning pathways are generated and organized within the program structure. For example, student performance data determines progression through TEKS-aligned learning paths and identifies appropriate instructional entry points for differentiated support. However, the materials do not include a rationale for vertical alignment across grade levels and do not demonstrate how concepts and skills build from one grade level to the next within the adaptive progression model.

Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.

The Guide to Differentiated Instruction in My Reading Academy and My Math Academy includes implementation models that recommend students use the program for at least 45 minutes per week over the course of a semester. Educators are guided on implementing instruction in whole-group, small-group, intervention, blended learning, and independent practice environments, as well as home and extended learning opportunities. The materials also provide recommendations for adapting instruction to support diverse student needs through differentiated instructional models and flexible implementation structures. The guide describes a blended learning rotation model in which students rotate between educator-led instruction, collaborative activities, and independent digital practice. Additionally, the My Math Academy digital platform provides educators with student progress data and recommends grouping strategies and targeted instructional activities that support instructional decision-making and differentiated support across instructional contexts.

Educators are guided on using the resources as a comprehensive course as well as assigning targeted lessons and learning pathways to support intervention, enrichment, and extension. The materials provide flexible implementation options that support one-to-one, small-group, whole-group, and independent instructional settings. The materials also support educators in adapting instruction based on student performance and instructional needs. For example, the Guide to Differentiated Instruction explains how the digital platform tracks student progress and provides recommendations for grouping students and assigning targeted instructional activities. The materials also include ready-to-use activities that extend instruction beyond digital use and support implementation across instructional contexts. Additionally, the guidance includes recommendations for minimum program usage, including suggested minutes per week and duration of use, to support consistent and effective implementation.

Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.

The materials include a TEKS correlation guide through the “Progress by Standards” dashboard, where educators can view TEKS-aligned lessons, activities, and student progress data within the platform. The dashboard presents instructional content in a TEKS-aligned format that connects standards to corresponding lessons and activities. Educators can also monitor student mastery of specific skills and identify areas where additional instructional support may be needed. The materials also include recommended skill entry points based on diagnostic assessment results. Adaptive placement assessments evaluate student understanding and generate domain-specific learner profiles that identify appropriate starting points within the TEKS-aligned learning progression. For example, a student may demonstrate proficiency in number sense while requiring additional support in operations, resulting in targeted instructional recommendations and differentiated learning pathways. Additionally, educators can access data-informed student groupings and TEKS-aligned instructional recommendations to support individual, small-group, and whole-group instruction based on diagnostic performance.

The materials include placement and assessment reports that recommend skill entry points based on diagnostic assessment results. The Assessment and Reporting Guide explains how diagnostic tools evaluate student understanding and determine appropriate starting points within a TEKS-aligned progression of skills and learning pathways. These reports provide educators with detailed information about student performance and support instructional planning based on identified strengths and areas of need. The adaptive materials also allow educators to review and adjust recommended skill entry points based on individual student needs. Comprehensive placement reports provide insights into students’ initial skill levels and recommend targeted starting points to support differentiated instruction. For example, the diagnostic process described in the materials directs students to appropriate entry points within personalized, standards-aligned learning pathways, enabling educators to design targeted instructional experiences for individual students and groups.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

While the materials provide online adaptive lessons and instructional content, they do not include clear steps, routines, or expectations to support educators in internalizing units or lessons prior to instruction. Additionally, the materials do not provide protocols for educators to analyze lesson components, anticipate student responses, identify instructional priorities, or prepare for implementation of adaptive lessons. As a result, the materials lack guidance to support educator internalization of both unit-level and lesson-level instruction.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.

The materials include resources and guidance for instructional leaders to support implementation of the materials as designed. The professional learning course, “Leadership Strategies for Effective Program Launch,” located within the Educator Center, provides instructional leaders with information about program structure, pacing recommendations, and effective instructional strategies to support implementation across instructional settings. Additionally, the materials include tools and resources that support leaders in monitoring educator implementation and student progress. For example, instructional leaders have access to implementation roadmaps, checklists, model lessons, data analysis resources, and training modules designed to support educator implementation. The materials also include a structured implementation roadmap with defined milestones across the first 30, 60, and 90 days of implementation to support ongoing monitoring and sustained educator progress. Together, these resources provide instructional leaders with guidance and tools to support effective implementation of the materials.

The “Leadership Strategies for Effective Program Launch” course also provides instructional leaders with guidance for implementing the materials as designed. Guidance within the course includes information about program structure, pacing recommendations, and instructional strategies to support effective implementation and educator support across instructional settings. Additionally, the materials include implementation resources that support instructional leaders in monitoring educator use and student progress. For example, the implementation roadmap outlines key milestones across the first 30, 60, and 90 days to support a structured implementation process and ongoing educator development. The materials also provide data analysis resources, including placement reports, that help instructional leaders and educators identify student skill needs and target instruction based on performance data.

Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.

This guidance is not applicable because the program is not designed to be static.

Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.

The adaptive materials include lesson overviews with learning objectives aligned to the TEKS and provide flexibility for educators to adjust instruction based on student performance and instructional needs. Lesson overviews present multiple instructional pathways that support differentiated instruction and allow educators to respond to student progress within the adaptive platform. Additionally, the materials include lesson components with suggested implementation structures and integrated assessment resources that provide real-time performance data to support instructional decision-making. For example, assessment resources within the materials allow educators to analyze student performance across individuals, small groups, and the entire class to identify learning gaps and determine targeted instructional support. These TEKS-aligned assessment tools support differentiated instruction, reteaching opportunities, and ongoing progress monitoring. However, while the materials consistently align lesson objectives and assessment resources with the TEKS, they do not include learning objectives or assessment resources aligned with the ELPS.

The materials include detailed lesson overviews with TEKS-aligned learning objectives, lesson components, and pacing guidance to support instructional planning and implementation. For example, in the “Classifying Objects and Sorting by Count” lesson, the overview identifies the learning objective, prerequisite skills, suggested timeframe, lesson structure, instructional materials, and key vocabulary. These lesson components support educator preparation and provide guidance for organizing instruction within the adaptive learning environment. The lesson materials also include instructional structures and pacing guidance designed to support coherent lesson delivery and differentiated instruction. Guidance throughout the lesson connects instructional activities and materials to TEKS-aligned objectives while supporting flexibility based on student needs and performance. However, while the lesson overview includes TEKS-aligned objectives and instructional guidance, the materials do not include ELPS-aligned objectives, language-development supports, or explicit references to the ELPS within the lesson documentation.

Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).

The materials include family support resources in English and Spanish that provide guidance for supporting student learning at home. The “Creating Connections: Bringing Math to Life at Home” professional development materials introduce caregivers to strategies for supporting mathematical learning beyond the classroom, including opportunities for mathematical discussions, home-based explorations, and effective use of My Math Academy.

The materials guide caregivers in accessing the Caregiver Center to support ongoing engagement with their student’s learning. Resources available in the Caregiver Center guide families in viewing student progress by skill, interpreting progress information, and accessing recommendations and home-based activities to support continued learning. The Spanish “Caregiver Center 101” materials provide equivalent guidance for accessing the Caregiver Center, monitoring student progress, and supporting learning through activities completed at home. This support ensures that families can engage with student learning in their preferred language.

Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.

The Assessment and Reporting Guide explains how embedded, real-time, and developmentally appropriate assessments are designed to guide learning, monitor student progress, and support individualized instruction. The materials describe how assessments are integrated into the learning experience and used to inform instructional decision-making throughout the program.

The Assessment and Reporting Guide defines placement assessments as adaptive activities administered at the beginning of a student’s learning journey to determine current proficiency levels and establish personalized learning pathways. The materials also describe formative assessments embedded within learning activities that generate measurable data on student understanding and dynamically adjust scaffolds, feedback, and learning pathways based on student performance. Additionally, the reporting guidance explains how assessment data supports curricular planning, targeted instruction, progress monitoring, and differentiated instructional support for individual students and groups.

Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.

The program automatically administers placement assessments to all students. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy explains the different proficiency levels and how the placement test establishes individualized learning pathways for students. The materials also specify that students should complete placement activities independently to ensure accurate identification of student strengths and instructional needs.

The materials explain how the program continuously evaluates student performance through embedded, real-time assessments that inform instructional decisions and learning progression. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy describes how educators use assessment data to determine whether students demonstrate mastery, require additional practice, or need reinforcement of prerequisite skills. Additionally, the materials explain how the adaptive engine consistently refines student learning pathways based on ongoing performance data, supporting reliable instructional recommendations and differentiated support.

Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.

The materials describe general instructional supports within the adaptive learning program, including audio instructions, visual cues, vocabulary supports, and multilingual learner (MLL) scaffolds designed to support access to instructional content. The materials also explain that students may receive scaffolded support, modeling, and simplified representations during learning activities to support differentiated instruction and accessibility within the adaptive platform.


However, the materials do not include sufficient evidence demonstrating that digital assessments provide printable versions or accommodations that educators can enable or disable for individual students during assessment administration. Additionally, the materials do not explicitly identify assessment-specific text-to-speech tools, content and language supports with educator-controlled settings, or calculator accommodations within the digital assessment system. As a result, the materials do not provide evidence that the identified assessment accommodations are available or configurable for individual student assessment needs.

Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.

The materials include diagnostic assessments with TEKS-aligned interactive tasks and item types embedded within the adaptive placement activities. The sample placement activities demonstrate multiple interactive formats that require students to engage directly with digital tasks as part of the diagnostic process. These interactive item types support student engagement and allow the adaptive system to collect performance data used to determine instructional placement and personalized learning pathways.

However, the materials do not demonstrate diagnostic assessment tasks with varying levels of complexity. While the placement activities include interactive item formats, the evidence provided reflects a single level of task demand within each activity and does not show progression across multiple complexity levels. As a result, the materials provide evidence of multiple interactive item types but do not provide sufficient evidence demonstrating diagnostic assessment tasks with varying levels of complexity aligned to the indicator criteria.

Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.

The materials include formative assessments with TEKS-aligned interactive tasks embedded within the adaptive learning activities. The sample formative assessment activities demonstrate multiple interactive item types that require students to engage directly with digital tasks as part of ongoing progress monitoring and instructional adjustment. These interactive formats support educators in collecting real-time performance data that they can use to personalize learning pathways and guide instructional decisions.

However, the materials do not demonstrate formative assessment tasks with varying levels of complexity. While the formative activities include multiple interactive item types, the evidence provided reflects a single level of task demand within each activity and does not clearly demonstrate progression across multiple levels of complexity. As a result, the materials provide evidence of multiple interactive item types within formative assessments but do not provide sufficient evidence demonstrating varying levels of complexity aligned to the indicator criteria.

Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.

The instructional assessments include guidance on scoring and interpreting student performance through a variety of reporting tools and assessment dashboards. The Assessment and Reporting Guide describes assessment overviews, placement reports, growth reports, and progress dashboards that provide educators with information about student proficiency, growth, and skill development. The materials also explain how assessment data can be used to monitor progress, identify instructional needs, and support differentiated instruction for individuals and groups.

Additionally, the materials provide guidance for interpreting student performance through visual reports and data summaries aligned to student progress within the adaptive learning pathways. Educators can access information related to student placement, standards progress, and performance trends to inform instructional decision-making. However, the materials do not include rationales explaining why individual assessment responses are correct or incorrect. The materials do not provide item-specific explanations or instructional rationales tied to student responses within the assessment system.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

Educators are guided on using tasks and activities to respond to student trends in performance on assessments. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy explains how educators can use student performance data, progress monitoring tools, and reporting features to identify learning trends and make instructional decisions within the adaptive learning environment. The materials describe how educators can analyze student progress and use assessment information to determine appropriate instructional supports, grouping strategies, and targeted activities.

Educators are also guided on extending differentiated instruction beyond the digital platform through educator-led instructional responses to student performance trends. The materials explain how educators can use visibility tools and assessment reports to identify areas of need and assign targeted lessons, prerequisite skill practice, intervention activities, or enrichment opportunities based on student performance data. Educators are supported on instructional decision-making for individual students, small groups, and whole-class instruction in response to ongoing assessment results.

Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.

The materials include tools for educators to track student progress and growth through educator dashboards and automated reporting features. The professional learning videos explain how educators can access whole-class and individual student data to monitor student performance, identify instructional needs, and analyze growth over time. The materials also include real-time assessment reports and visual data displays that support instructional decision-making and progress monitoring.

Additionally, the educator dashboard compiles student assessment data into graphs and reports that highlight strengths, areas of need, mastered skills, class trends, and individual student growth. These reporting tools support educators in monitoring ongoing progress and adjusting instruction based on student performance data. However, the materials do not provide tools that allow students to independently track their progress and growth within the program. The materials do not include student-facing growth trackers, reflection tools, goal-setting features, or progress-monitoring resources designed for student use.

Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.

This guidance is not applicable because the program is not designed to be static.

Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.

The adaptive materials provide educators with frequent checks for understanding throughout lessons and activities through embedded formative assessment opportunities and real-time instructional adjustments. Guidance within the professional learning video and student experience activity demonstrates how the adaptive system continuously evaluates student performance during instruction to determine appropriate pacing, sequencing, and instructional supports. These embedded checks for understanding allow the program to respond dynamically to student needs as they progress through learning activities.

The materials provide immediate feedback and differentiated support during instructional tasks to reinforce student understanding and support mastery of skills. For example, students receive prompts, highlighted digits, corrective feedback, and helpful tips during activities to guide task completion and address misconceptions in real time. The adaptive platform also adjusts lesson complexity and provides targeted practice opportunities based on student responses, which ensures that checks for understanding occur at key points throughout lessons and activities.

Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.

Educators are explicitly guided on scaffolded supports for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy explains how the program provides layered scaffolds, targeted instruction, corrective feedback, and foundational practice opportunities to support students as they work toward mastery. The materials also describe how instructional supports are adjusted based on student performance to ensure students receive appropriate intervention and reinforcement when learning gaps are identified.

The Guide to Differentiated Instruction in My Reading Academy and My Math Academy includes the “Instructional Design That Supports Diverse Learners” resource that describes how educators can provide students who struggle with step-by-step guidance, scaffolded support, simplified representations, and immediate corrective feedback during instructional activities. The materials also explain how the program guides students to prerequisite skills for reinforcement and supplies educators with detailed reports and recommendations for targeted interventions in one-on-one or small-group instructional settings. Additionally, the adaptive learning pathways enable students to revisit foundational concepts and receive differentiated support tailored to individual learning needs.

Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.

Educators are explicitly guided on pre-teaching language supports for developing academic vocabulary and unfamiliar references in text. For example, in the “Quadrilaterals, Pentagons and More: Advanced 2D Classification” lesson, educators introduce or review key mathematical terms before instruction, including triangle, quadrilateral, pentagon, hexagon, irregular, and classify, using a word wall and student repetition. Educators also preview potentially unfamiliar shape representations by displaying irregular figures, modeling how to count their sides, and comparing regular and irregular pentagons side by side to establish that shapes with the same number of sides share the same classification despite differences in appearance.

The materials provide embedded supports for academic vocabulary and unfamiliar references throughout instruction. Students encounter varied regular and irregular shapes through shape cards, classification mats, anchor charts, educator modeling, and partner tasks while using mathematical terms to name and justify classifications. Differentiated MLL supports include visual classification cards and the sentence frames “I counted ___ sides. The classification is ___” and “This looks unusual but it is still a ___ because ___.” These supports provide scaffolded opportunities for students to understand and use academic vocabulary in context.

Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.

Educators are explicitly guided on enrichment and extension activities for students who have demonstrated proficiency in grade-level and above-grade-level content and skills. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy explains how the program continuously analyzes student performance and adjusts learning pathways to provide appropriately challenging instruction. The materials describe how students demonstrating readiness may accelerate through content, engage in advanced learning activities, and progress beyond grade-level expectations through individualized adaptive pathways.

Educators are also guided on offering advanced learners enrichment opportunities that promote higher-order thinking and continued academic growth. When students demonstrate mastery, educators encourage them to engage with advanced activities, progress through the program at an accelerated pace, and tackle more complex learning experiences without unnecessary repetition. The adaptive program also provides advanced students with appropriately challenging instruction while helping them maintain conceptual understanding and skill mastery.

Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.

The digital materials offer instructional supports that increase accessibility for diverse learners in the adaptive learning environment. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy, especially the “Instructional Design That Supports Diverse Learners” resource, highlights features such as audio instructions, visual cues, vocabulary supports, modeled language, sentence frames, and interactive scaffolds. These features help students comprehend and engage with instruction. The materials also outline supports for MLLs at various levels of English language proficiency. However, educators cannot enable or disable accommodations for individual students in the digital materials. Although the materials mention audio and language supports, they do not provide clear evidence that educators can control accommodation settings or individually activate and deactivate these supports. The materials do not provide calculator accommodations that educators can enable or disable for individual students.

Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.

Educators are guided on offering students multiple options for demonstrating their understanding of mathematical concepts. The “Universal Design Reference Sheet” provides a lesson planning template and encourages educators to incorporate multiple means of action and expression, allowing students to respond, show understanding, and engage in flexible problem-solving in various ways. The materials focus on content mastery rather than a single response format and support student choice and autonomy in demonstrating learning. This guidance enables students to perform, express, and represent their understanding through diverse instructional approaches and response methods. The reference sheet further encourages educators to model different approaches, use multimedia resources, integrate hands-on and interactive models, connect to prior knowledge, offer clear language supports, provide planning and organization tools, and employ flexible problem-solving strategies. These supports increase access to learning and give students varied opportunities to communicate their mathematical understanding while building independence and engagement.

Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.

Educators are provided with explicit prompts and guidance to build knowledge by activating prior knowledge and anchoring big ideas. For example, in the “Quadrilaterals, Pentagons and More: Advanced 2D Classification” lesson, educators activate prior knowledge by asking students to recall how they previously classified irregular two-dimensional figures by counting sides and vertices. They connect this understanding to the classification of more complex irregular figures. The lesson anchors instruction in the big idea that a two-dimensional shape’s classification is determined by the number of straight sides and vertices rather than its regularity, symmetry, orientation, or appearance.

Educators are also guided on highlighting and connecting key patterns, features, and relationships through multiple means of representation. Educators display regular and irregular examples, model counting sides, and guide students to compare, sort, and classify shapes using irregular shape cards and a classification mat. The lesson explicitly identifies side count as the key feature used for classification and highlights the pattern that three sides indicate a triangle, four sides a quadrilateral, five sides a pentagon, and six sides a hexagon, regardless of the figure’s appearance.

Students further develop these connections through visual, concrete, oral, and written representations. Students use shape cards and sorting tools, apply touch-and-count and dot-and-count strategies, discuss their classifications with partners, draw irregular polygons, and explain in writing how a shape’s attributes determine its classification. These experiences connect the defining features and relationships among side count, vertices, and shape categories across multiple representations.

Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.

This guidance is not applicable because the program is not designed to be static.

Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.

The materials offer multi-tiered intervention methods across a variety of instructional practices and structures. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy shows how educators use student performance data to identify instructional needs and provide targeted support through individualized digital practice, educator-led instruction, collaborative learning experiences, discussion-based activities, and hands-on learning opportunities. The materials recommend “Extend the Learning” activities based on student performance, designed to reinforce targeted skills through multiple instructional approaches. These resources help educators provide intervention and reinforcement through varied practice formats while maintaining alignment with student learning needs.

The materials also provide educators with guidance to support the effective implementation of multi-tiered intervention methods across individual, small-group, and whole-class instructional settings. Through the Educator Center, educators can access real-time student data, recommended student groupings, align instructional resources, and view performance-based recommendations to inform intervention decisions. Additionally, the “Mastery AI Assistant” provides targeted instructional suggestions, scaffolding strategies, and activity recommendations aligned to student needs. The materials explicitly support implementation within Multi-Tiered System of Supports (MTSS) and Response to Intervention (RTI) frameworks by guiding educators in providing differentiated levels of support as students continue to progress through personalized learning pathways.

Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.

The materials offer enrichment and extension methods that promote multiple forms of student engagement through performance-based “Take Action” activities recommended within the Educator Center. The TEKS Guide for My Math Academy guides educators in using these offline activities to reinforce or extend learning beyond the digital platform and align them to specific student needs identified through assessment and performance data. The activities foster varied forms of engagement, including hands-on learning, collaborative discussions, teacher-guided instruction, and independent application of skills, allowing students to deepen understanding through multiple instructional approaches.

The materials also provide educator guidance to support the effective implementation of enrichment and extension opportunities. Guidance within the Educator Center recommends targeted activities based on student performance and provides instructional recommendations to help educators determine appropriate next steps for learning. Additionally, the materials explain how enrichment and extension activities may be implemented in one-on-one, small-group, or whole-class settings, enabling educators to provide differentiated opportunities that extend student learning while addressing individual strengths and needs.

Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.

Educators are provided with prompts and guidance for giving timely feedback during lesson delivery. For example, in the “Counting Forward to 20: Counting in Context” lesson, educators circulate during partner work to monitor students’ use of one-to-one correspondence, number sequence, identification of the total, and ability to accurately count objects presented in different arrangements. The lesson includes a “Quick Check Timely Feedback” that prompts educators to ask students immediately after counting, “How do you know your count is correct? What did you do to make sure you counted each object exactly once?”

Educators are also provided with explicit guidance for responding to student performance during instruction. When a student’s count is inaccurate, educators are directed to recount the collection with the student by touching each object while saying the corresponding number and asking whether any objects were touched twice or skipped. This guidance supports educators in identifying the source of a counting error and providing immediate, targeted feedback that reinforces one-to-one correspondence and accurate counting.

Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

This guidance is not applicable because the program is not designed to be static.

Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

The Guide to Differentiated Instruction in My Reading Academy and My Math Academy provides adaptive materials with embedded linguistic accommodations for students with three levels of English proficiency. The materials offer MLL supports for emerging/beginning, developing/intermediate, and expanding/advanced levels. For emerging/beginning students, the materials use visuals, gestures, modeled language, and explicit vocabulary instruction. For developing/intermediate learners, the materials provide sentence frames, structured partner talk, and targeted questioning. Expanding/advanced students receive support to produce independent and extended academic language.

The “Instructional Design That Supports Diverse Learners” section shows how instruction incorporates linguistic accommodations, including audio supports, visual cues, vocabulary supports, interactive experiences, and educator-guided instruction. These supports help students access grade-level content and develop academic language. The materials aim to align with ELPS expectations by moving students from supported comprehension to linguistically accommodated academic discourse. However, the evidence references only three proficiency levels, not all four defined by the ELPS.

Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.

Educators are guided on effectively using the materials in bilingual/ESL programs. For example, in the “How Much Does It Hold? Exploring Capacity” lesson, the bilingual and ESL program guidance identifies the hands-on and visual nature of capacity comparison as accessible across language proficiency levels. Educators are directed in dual-language settings to narrate the processes of filling and pouring in both languages. The lesson also provides corresponding English-Spanish mathematical vocabulary, including capacity/capacidad, holds more/contiene más, holds less/contiene menos, and compare/comparar. This strategy supports implementation of the lesson in bilingual instructional settings.

Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The materials include embedded guidance to support emergent bilingual (EB) students in developing academic vocabulary, increasing comprehension, and building background knowledge through oral discourse. For example, in the “Sorting Shapes: Irregular 2D Figures” lesson, educators activate students’ background knowledge by connecting mathematical sorting to familiar experiences, such as sorting laundry, toys, or food at home, and asking students to explain the rules used to organize the items. Through explicit vocabulary instruction, educator modeling, and mathematical discourse, the lesson develops academic vocabulary, including sort, sorting rule, group, irregular, and regular.

The materials provide differentiated oral-language supports that increase comprehension and support cross-linguistic connections. Entering/emerging students use labeled sorting mats and picture cards while the educator reads the sorting rule aloud. Developing/intermediate students use the sentence frame “My sorting rule is ___. This shape goes in Group ___ because ___.” Expanding/advanced students explain why a shape belongs in one group rather than another. The lesson also identifies English-Spanish cognates, including group/grupo, attribute/atributo, irregular/irregular, and regular/regular. Educators are guided in dual-language settings to allow students to state sorting rules in either language.

The materials support EB students in developing academic vocabulary, increasing comprehension, building on mathematical understanding, and making cross-linguistic connections through written discourse. Students complete a math writing task by recording their sorting rule and the number of shapes in each group and drawing shapes to represent their classifications. Students also record side counts during the exit task, while bridging/reaching students are challenged to independently write a sorting rule for a partner to interpret. The embedded cognate guidance connects mathematical terminology across English and Spanish, supporting students as they use academic language to communicate their understanding of sorting, shape attributes, and classification in writing.

Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.

Students have practice opportunities that require them to demonstrate understanding aligned with the depth and rigor of the TEKS. For example, the “Horses Medium 6-10” digital activity engages students in counting forward to 10 without using objects and applying their knowledge of number sequences by identifying missing numbers. Students complete drag-and-drop tasks to determine the missing number in a sequence such as six, __, eight, nine, 10. These tasks encourage students to develop a conceptual understanding of number order and relationships rather than relying only on memorization.

Instructional assessments are embedded within the learning pathways to evaluate student understanding of TEKS-aligned concepts. These assessments require students to apply mathematical knowledge and demonstrate mastery of targeted skills within the adaptive progression. Student responses are used to guide instructional decisions and determine next steps in learning, ensuring that both practice activities and assessments reflect the depth and rigor of the TEKS.

Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.

The materials include questions and tasks that increase in rigor and complexity, leading to grade-level and above-grade-level proficiency in the mathematics TEKS. For example, in the “Counting Backward: Stories and Sequences” lesson, students progress from counting backward from 20 while physically removing objects to counting backward from varied starting points. They connect the action of removing one object to the concepts of one less and subtraction by one. Students also compare backward-counting strategies, explain how backward counting differs from forward counting, and apply their understanding within real-world story contexts, increasing the demand from performing a counting sequence to explaining and applying mathematical relationships.

The enrichment and extension materials increase in rigor and complexity toward grade-level and above-grade-level proficiency. Students extend grade-level learning by creating and illustrating their own countdown stories and recording the numbers from 20 to 0. In an explicitly identified grade 1 challenge called “Subtraction Stories with Objects,” students advance to creating three subtraction stories, modeling each situation with counters, and recording the starting quantity, quantity taken away, and quantity remaining. These extensions progress students from applying kindergarten backward-counting concepts to representing and solving more complex subtraction situations.

Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.

The materials demonstrate horizontal coherence by connecting patterns, big ideas, and relationships within kindergarten mathematics. For example, in the “Recognizing Quantity (Subitizing)” lesson, students connect quantity, number recognition, and part-whole relationships by recognizing groups without counting and describing quantities as combinations of smaller groups (e.g., “I see 2 and 2. That’s 4”). This helps students develop number sense and recognize patterns within quantities. In the “Sandwiches” lesson, students connect coin identification, coin values, counting, and real-world problem solving as they use different coins to reach target amounts and compare whether they have enough money to make a purchase. Students explore relationships between quantities, values, and combinations of coins while applying counting skills in meaningful contexts. Across the lessons, students build understanding of quantity, counting, number relationships, and real-world applications, reinforcing key mathematical ideas and connections within the grade level.

Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.

The materials demonstrate coherence vertically across concepts and grade bands, including connections from grades K–6, by building on patterns, big ideas, and mathematical relationships. In kindergarten, students compare sets of up to 20 objects using comparative language such as greater than, less than, and equal to. In the “Shapey Factory GT-LT-EQ Assess” lesson, students are given a set of objects and must create a new set that is greater than, less than, or equal to the original set. In the “Shapey Factory OS Assess” lesson, students compare two sets of objects and their corresponding numerals by placing the appropriate comparison symbol between the numbers. The learning progression continues in the “Shapey Warehouse Compare 2D Assess” lesson, where students compare quantities represented only by numerals and tap the correct comparison symbol to make the statement true. These tasks connect kindergarten concepts of comparing quantities to the grade 1 TEKS, where students formally use comparison symbols to represent numerical relationships, demonstrating vertical alignment across grade levels.

Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.

This guidance statement is not applicable to the program because kindergarten does not have a preceding course with prior knowledge to connect to the current grade level and future grade levels.

Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.

The materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways. The Guide to Differentiated Instruction in My Math Academy and My Reading Academy explains that the program incorporates intermittent mastery checks throughout students’ learning pathways. After students demonstrate mastery of a skill or concept, the program intentionally returns to previously learned content at intervals to verify retention rather than revisiting the content only in response to unsuccessful performance.

These systematic mastery checks provide students with repeated opportunities to retrieve previously learned mathematical skills and concepts as they progress to new learning. The materials explain that this continuous retrieval practice is designed to maintain access to prior learning over time and identify gaps in retention before they interfere with future progress. The guide further describes how students encounter varied mathematical content across activities, requiring them to draw upon previously learned skills and strategies throughout their individualized learning pathways.

Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.

The Guide to Differentiated Instruction in My Math Academy and My Reading Academy explains that the Student Activity Center presents students with activities across three different mathematical domains simultaneously. Rather than engaging in blocked practice focused on a single skill or concept, students move among multiple content areas and encounter varied problem types and mathematical contexts within their learning experiences.

This structure requires students to draw upon and apply a range of previously learned mathematical skills, strategies, and conceptual understandings as they progress through their individualized learning pathways. By interleaving content from different mathematical domains, the materials provide recurring opportunities for students to select and apply prior learning within varied contexts, supporting flexible thinking and the integration of previously learned mathematical knowledge.

Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.

The materials provide questions and tasks that require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations. For example, in the “Classifying Objects and Sorting by Count” lesson, students collect, sort, and organize shapes into categories and use the resulting representations to compare quantities across groups. Students analyze the sorted data by identifying categories with the least, greatest, or the same number of objects and by ordering categories from least to greatest. Sentence stems support students in discussing observations and communicating mathematical ideas using appropriate mathematical vocabulary.

The lesson includes opportunities for students to interpret and evaluate data representations through mathematical discourse and comparison tasks. Students examine the categorized collections, determine relationships among quantities, and justify conclusions about the data represented. As students compare categories, identify similarities and differences among quantities, and discuss their findings with partners, they use information from the representations to support mathematical reasoning and communicate observations about the data.

Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.

Students have opportunities to create concrete models of mathematical situations. For example, in the “Take Away” group activity, students use counters to model subtraction situations by selecting a starting quantity, removing a portion of the counters, and determining how many remain. Students physically manipulate the counters to represent the action of taking away and use the model to solve the problem, creating concrete representations of subtraction situations.

Students also have opportunities to create representations of mathematical situations. After modeling the subtraction scenario with counters, students record the starting quantity, amount taken away, and amount remaining on a whiteboard. Students use sentence frames such as “I had ___ counters,” “[Name] took away ___ counters,” and “I still have ___ counters left” to describe the mathematical situation represented. These tasks require students to create and communicate representations of subtraction situations while connecting concrete models to mathematical thinking.

Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.

Students have opportunities to apply conceptual understanding to new problem situations and contexts. For example, in the “Doll Houses” lesson, students use their understanding of two-dimensional and three-dimensional shapes to design and construct furniture for a dollhouse. By transforming flat shape templates into three-dimensional objects and incorporating them into a completed dollhouse, students apply geometric concepts within a real-world design task and demonstrate understanding in a novel context.

Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.

Students have opportunities to develop automaticity and fluency with grade-level mathematical skills. For example, in the “Waterslides Teaching Count On 1–10” online lesson, students use a counting-on strategy to find the total number of swimmers in a pool after additional swimmers join a group. Students begin with a known quantity and continue counting as more swimmers are added, reinforcing number relationships and efficient counting strategies within 10. Repeated practice counting on from different starting numbers supports the development of automatic responses when determining totals.

The lesson also promotes fluency by engaging students in multiple addition situations that require the use of counting-on strategies. Students repeatedly identify totals from answer choices, encouraging accuracy and efficiency while strengthening their ability to determine sums within 10. These practice opportunities help build foundational addition fluency aligned with grade-level expectations.

Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.

Students have opportunities to develop fluency and accuracy through repeated use of efficient mathematical procedures embedded within engaging learning experiences. For example, in the “Waterslides Assess Count On 1–10” digital lesson, students use the counting-on strategy to find the total number of swimmers after additional swimmers join a group. Beginning with a known quantity, students count forward as new swimmers are added, helping them build an efficient approach for solving addition problems within 10 while reinforcing the concept of combining quantities.

Throughout the lesson, students repeatedly apply the counting-on strategy across a variety of addition situations and select the correct total from multiple answer choices. These experiences support the development of accurate computation and procedural fluency with early addition concepts. However, students are consistently guided to use the counting-on strategy and are not given opportunities to choose among, compare, or defend alternative solution methods, which limits the development of flexibility in mathematical procedures. Therefore, the materials do not offer the opportunity for students to practice alternative methods for understanding mathematics.

Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.

Students have opportunities to analyze and assess mathematical representations, strategies, and solutions for accuracy, flexibility, and effectiveness throughout the learning experience. For example, in the “Count On to Match (Up to 10)” activity, students determine whether count-on cards and number cards represent the same quantity by examining the relationship between a starting number, additional dots, and the resulting total. Students discuss whether cards match, explain their thinking, and use counting-on strategies to confirm their answers. They decide whether a card showing a starting number of two with two additional dots represents the same quantity as a number card displaying the number four.

The activity also provides opportunities for students to evaluate the correctness of solutions and representations through collaborative discussions and matching tasks. When students disagree, they are encouraged to model the quantities with counters and recount to verify the total represented. Students assess the effectiveness of counting on as a strategy for finding totals and demonstrate flexibility by connecting visual models, quantities, and numerals that represent the same number. These experiences support students in evaluating mathematical representations, strategies, and solutions while strengthening foundational understanding of addition.

Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.

Students are guided on selecting increasingly efficient approaches to solve mathematics problems. For example, in the “Ladybug Spot Count (6–10)” lesson, students count the spots on a ladybug in different orders and compare results with a partner to determine that the total quantity remains the same regardless of where counting begins. These discussions support the development of efficient counting strategies and reinforce foundational counting concepts. The lesson also promotes accuracy by directing students to recount when discrepancies occur and encouraging them to track counted objects by marking spots as they count. This guidance supports students in refining counting approaches and selecting more effective strategies for solving problems.

Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

The materials explicitly state how both the conceptual and procedural emphasis of the TEKS are addressed. For example, in the “Take Away” offline lesson, students use concrete counters to model subtraction situations while discussing the meaning of taking away and how subtraction differs from addition. Educator prompts such as “What happens when you take away?” and “Why did your amount change?” support students in developing conceptual understanding of subtraction as the action of removing objects from a set.

The materials also explicitly address procedural understanding by guiding students through a structured process for solving subtraction problems. Students count a starting quantity of counters, remove a portion of the set, count the quantity taken away, determine the amount remaining, and record each quantity on a whiteboard. Sentence frames and repeated opportunities to model, count, and record subtraction situations support students in applying accurate subtraction procedures while connecting concrete actions to numerical representations.

Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.

The materials include questions and tasks that provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS. For example, in the “Waterslides Teaching Count All 1–10” digital lesson, students use concrete models, pictorial representations, and abstract models to solve addition situations. Students are presented with a quantity of swimmers represented by a numeral and additional swimmers shown in a pool. They interact with the swimmer models by counting on each new swimmer as it is added to the existing quantity and determining the total number of swimmers. The lesson provides opportunities for students to use concrete and pictorial representations to model quantities and addition situations.

The materials also include opportunities for students to connect pictorial representations to abstract models. In the “Waterslides Teaching Count All 1–10” digital lesson, students begin with a numeral representing the starting quantity, count additional swimmers shown in the visual model, and then select the total from a set of numerals displayed on the screen. Through repeated opportunities to count, represent quantities, and identify totals, students use concrete models, pictorial representations, and abstract numerical representations to solve addition problems within 10.

Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.

Students are supported in connecting concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS. For example, in the “Shapey Market Representing Addition” digital lesson, students are presented with symbolic addition equations, such as 3 + 1 = __. They use vegetables and baskets to model the quantities represented by each addend. Students connect the abstract symbols in the equation to concrete quantities by representing each addend with objects and determining the total quantity represented by the expression.

Students have opportunities to create concrete and representational models that correspond to abstract mathematical concepts. They drag vegetables into baskets to model addition situations and use the resulting representations to determine sums within 10. Through repeated opportunities to model addition equations, students create visual representations of quantities and connect those representations to symbolic addition sentences. The lesson requires students to use models to represent mathematical relationships and solve addition problems.

The lesson supports the use of concrete and representational models as students connect quantities, representations, and symbolic expressions. Students use the modeled quantities to identify sums and relate the representations to the corresponding addition equations. However, while opportunities are provided for students to connect and create models, the lesson does not include opportunities for students to define or explain the relationship between the concrete or representational models and the symbolic equation.

Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.

Students have opportunities to develop academic mathematical language through the use of visuals, manipulatives, and explicit language development strategies. For example, in the “Guess My Number (1–20)” lesson, students compare quantities to determine whether one quantity is greater than, less than, or equal to another quantity while developing the academic vocabulary compare, greater than, less than, and equal to. Students use visual and concrete supports, including double 10 frames, number cards, and counters, to model and compare quantities. Throughout the activity, the educator explicitly defines the vocabulary terms, prompts students to explain whether they need to add or remove counters based on comparisons, and reinforces mathematical language by requiring students to use the phrases greater than, less than, and equal to as they justify their reasoning with a partner.

Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.

The materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators. For example, in the “Create Groups More or Less Than Another Group” lesson, students develop and use the terms compare, greater than, and less than while creating groups with connecting cubes. The lesson scaffolds vocabulary development by providing teacher-directed questioning, explicit definitions of key terms, opportunities to use manipulatives to explain thinking, and structured partner discussions using the target vocabulary. Educator guidance extends students’ mathematical language by prompting them to justify their reasoning, explain why multiple answers are possible, and compare different solution strategies with peers.

Educators are also guided on addressing misconceptions, such as the belief that a number must be significantly larger or smaller to be considered greater than or less than. They are provided with recommended additional counting and matching strategies to strengthen understanding. For students who are ready for enrichment, the lesson extends academic vocabulary by connecting the concepts of “greater than” and “less than” to addition and subtraction through questions such as “What happens when we add to a number?”

Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.

The materials include embedded guidance to support students’ application of mathematical language and academic vocabulary during discourse. For example, in the “Classifying Objects and Sorting by Count” lesson, students use terms such as category, sort, compare, least, greatest, and same as they describe sorting strategies, compare quantities, and explain relationships between groups. Educator guidance includes turn-and-talk discussions, modeling, and sentence frames such as “The _____ category has the least number of animals” and “The categories in order from least to greatest are _____, _____, and _____.” These strategies support students as they communicate mathematical ideas. MLL supports further encourage students to justify their categorizations using comparative mathematical language.

Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.

The materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers. For example, in the “Classifying Objects and Sorting by Count” lesson, students engage in partner discussions about sorting objects into categories, counting quantities within categories, and comparing groups using mathematical vocabulary such as category, compare, sort, least, greatest, and same. Educators are directed to facilitate turn-and-talk opportunities in which students discuss possible sorting methods, identify similarities and differences among groups, and explain how categories can be organized by count.

The materials also provide guidance that supports students in refining and using mathematical language through structured peer conversations and sentence frames. During guided practice and review-and-share activities, students discuss which categories contain the greatest or least number of objects, determine whether categories have the same number of items, and explain the order of categories from least to greatest. Sentence frames such as “The _____ category has the least number of animals,” “The _____ category has the greatest number of animals,” and “The categories in order from least to greatest are _____, _____, and _____” support students in communicating mathematical ideas with precision. MLL supports further encourage students to compare quantities, justify categorizations, and agree or disagree with reasoning during peer discussions. These routines provide students with opportunities to hear, refine, and use mathematical language in discourse.

Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.

The materials include embedded guidance to anticipate a variety of student responses, including exemplar responses to questions and tasks, and guidance to support and/or redirect inaccurate student thinking. For example, in the “Ladybug Spot Count” lesson, students explore that counting is order-independent by counting spots on ladybugs in different sequences. The materials anticipate correct student responses, such as students stating that a ladybug has nine spots and explaining that the total remains the same regardless of the starting point. The materials also anticipate misconceptions, such as students believing that changing the counting starting point changes the total number of spots.

Educators are guided on addressing these misconceptions by prompting students to test alternative counting strategies and compare results without immediately correcting thinking, allowing conceptual understanding to develop. Embedded supports further guide educators to redirect students toward efficient and accurate counting strategies, such as organizing counts from left to right and recognizing that the last number counted represents the total quantity. Students then work in pairs to verify counts from different starting points, and educators are directed to support reconciliation of differing answers through recounting and discussion.

Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.

The materials integrate TEKS process standards within grade-level mathematical content rather than teaching them in isolation. For example, in the “Doll Houses” lesson, students compare and describe two-dimensional and three-dimensional shapes, measure dimensions, collaborate with peers to construct three-dimensional objects from two-dimensional shapes, and participate in discussions that reinforce mathematical concepts. Students communicate mathematical ideas and reasoning as they engage with geometry content. These learning experiences embed problem-solving, mathematical communication, reasoning, and the use of representations within the content, demonstrating appropriate integration of the TEKS process standards throughout the instructional activities.

Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.

The My Math Academy TEKS Guide organizes the learning pathways around six “big ideas” and identifies the TEKS process standards incorporated within each. For example, the “Quantity and Counting Are Foundational” idea incorporates selecting appropriate tools and analyzing mathematical relationships, while the “Mathematical Representations Are Equivalent” idea incorporates communicating mathematical ideas through multiple representations and creating and using representations. The guide describes how these process standards function within the mathematical content rather than solely identifying where individual standards are addressed.

The materials describe how the process standards connect across learning experiences as mathematical ideas develop throughout the learning pathways. For example, the My Math Academy TEKS Guide explains that quantity and counting develop from early counting experiences into cardinality and the counting system in kindergarten and then deepen into place value and multi-digit computation in grades 1 and 2. Within this progression, students select mathematical tools to represent the counting structure and analyze relationships between counting and place value. Similarly, the guide explains that process standards related to mathematical representations apply across every grade and content strand, connecting students’ use of concrete, pictorial, and symbolic representations throughout the pathway.

Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.

The materials include an overview of the TEKS process standards incorporated into lessons. The My Math Academy TEKS Guide identifies the TEKS process standards connected to each of the six “big ideas” and describes how students engage with those standards within corresponding mathematical content and learning experiences. For example, the “Quantity and Counting Are Foundational” idea incorporates process standards related to selecting tools and analyzing mathematical relationships. The guide further explains that students select tools such as base 10 blocks, hundreds charts, and number lines to explore and represent counting structures and analyze relationships between the counting sequence and place value.

The My Math Academy TEKS Guide provides additional examples of how process standards are incorporated into mathematical learning experiences across the program. For example, the “Mathematical Representations Are Equivalent” idea connects to process standards for communicating mathematical ideas through multiple representations and creating and using representations. The materials explain how students engage with these standards as they move among concrete, pictorial, and symbolic representations and select appropriate tools to organize, record, and communicate mathematical ideas. Together, these descriptions provide educators with an overview of how the TEKS process standards are incorporated into lessons rather than solely identifying activities associated with individual standards.

Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.

Students have opportunities to think mathematically, persevere through solving problems, and make sense of mathematics. For example, in the “Doll Houses” lesson, students engage in a real-world design task in which they create furniture for a dollhouse using two-dimensional shapes. Students compare two-dimensional and three-dimensional objects, discuss similarities and differences between the shapes, examine how objects can be measured, and identify examples of flat and solid shapes within their classroom environment.

The lesson also provides opportunities for students to apply mathematical reasoning while constructing three-dimensional objects from two-dimensional representations. Working in pairs or small groups, students follow directions to fold, assemble, and tape shapes to create furniture for a dollhouse, using geometric concepts to complete the task. Throughout the activity, the educator circulates to guide or model as needed, and students conclude the lesson by reflecting on what they learned and discussing the mathematical concepts explored during the activity.

Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.

The materials support students in understanding, explaining, and justifying the multiple ways to solve problems and complete tasks. For example, in the “Classifying Objects and Sorting by Count” lesson, students work in pairs to sort animals into categories and are prompted with “How might we sort them?” The educator guidance notes that responses may vary, indicating that multiple valid sorting strategies exist.

The lesson also provides students with opportunities to explain their thinking through partner discussions and sentence frames such as “The ___ category has the greatest/least number of animals.” They justify their reasoning when classifying animals (e.g., explaining why an elephant belongs in the land category). The lesson further reinforces multiple solutions by having students re-sort the same set of objects by different attributes (shape or color) and reflect on how the sorts differ, requiring justification of their choices.

Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.

The materials are designed to require students to make sense of mathematics through multiple opportunities to do and discuss math with peers and/or educators, but they do not require students to write about math. For example, in the “Sandwiches” lesson, students make sense of mathematics through multiple opportunities to engage in hands-on learning and discuss mathematical ideas with peers and the teacher. Students identify and compare coins, determine whether enough money has been paid to purchase items, use different coin combinations to reach exact amounts, and work collaboratively in small groups to solve buying-and-selling tasks. Throughout the lesson, students participate in whole-class and small-group discussions about coin values, whether more or less money is needed, and how much items cost.

However, while students actively do mathematics and discuss their thinking, the lesson provides limited opportunities for students to write about mathematics beyond listing the coins used to purchase an item, and it does not require students to record or explain their mathematical reasoning in writing.

Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.

Educators are supported in guiding students to share and reflect on their problem-solving approaches through explanations, arguments, and justifications. For example, in the “Ladybug Spot Count” lesson, students work collaboratively to count ladybug spots using organized counting strategies and compare their solutions with a partner. Educator prompts such as “Do you think there will still be nine spots if we start counting with this spot?” encourage students to explain their reasoning, describe their counting strategies, and justify why the total quantity remains the same regardless of the starting point.

Educators are also supported in guiding students to reflect on their mathematical thinking through partner discussions and teacher questioning. Students compare different counting approaches, discuss whether they agree on the total number of spots, and recount the collection when their answers differ. Educator guidance encourages students to consider the efficiency and accuracy of different counting strategies and to explain how their approach supports the solution.

The lesson further supports mathematical reflection by prompting students to revise their thinking based on discussion with peers and educators. As students compare strategies, justify their conclusions, and reach agreement on the correct quantity, educators facilitate reflection through questioning and discussion, reinforcing accurate counting and mathematical reasoning. These embedded opportunities support students in sharing and reflecting on explanations, arguments, and justifications throughout the lesson.

Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.

The materials include prompts and guidance that support educators in providing explanatory feedback based on student responses and anticipated misconceptions. For example, in the “Crayon Count” group activity, educators prompt students to explain their counting strategies by asking questions such as “Why is it helpful to count aloud?” and “How did you keep track of the crayons that you counted?” These prompts encourage educators to elicit students’ mathematical thinking and provide explanatory feedback based on students’ responses as they count a target quantity of crayons.

The materials also provide embedded guidance on responding to anticipated misconceptions about counting accuracy and one-to-one correspondence. Educators are directed to monitor students as they count aloud, identify counting errors, and guide students in recounting as needed. When partners obtain different quantities, the materials provide suggested educator and student language, such as “I counted to a different number. Can we count out these crayons together? Then we can figure out what to do.” These prompts support educators in addressing misconceptions through collaborative discussion and corrective feedback.

The lesson further supports educators in providing explanatory feedback by modeling productive mathematical discourse and encouraging students to reflect on their counting strategies. Through educator questioning, partner collaboration, and guided recounting, students explain their reasoning, evaluate the accuracy of their counting, and refine their strategies while educators provide timely feedback grounded in student responses and anticipated counting misconceptions.